• Journal of The Korean Association For Science Education
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• v.31 no.5
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• pp.801-814
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• 2011

The purposes of this study were to understand what is physics teachers' perceptions of idealization and to explore their teaching experiences about idealization in their physics classes. In order to achieve these research purpose, we conducted in-depth interviews with ten Korean physics teachers. The interview data was transcribed and analyzed interpretively. The results are as follows: (1) Physics teachers are not familiar with the term of 'idealization' but they understand the meaning of idealization and ideal condition. (2) Physics teachers understand the necessity of explicit mentions of idealization and ideal conditions in physics classes. (3) Physic teachers adapt conceptions of idealization and ideal condition into their lectures, experimental classes and evaluation strategies. Thus, the results of this study can provide theocratical understanding of idealization. It will help develop teacher education programs and physics teaching strategies. This research also suggested follow-up research questions about idealization in the physics education field.

• KIPS Transactions on Software and Data Engineering
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• v.10 no.1
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• pp.19-28
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• 2021

Recently, in the field of education, various attempts have been made to apply virtual reality technology to an educational field and use it as an educational medium. Accordingly, in the science subject area, it is necessary to simulate science experiments that can make various and active experiments out of various limitations such as space and situation by using virtual reality environment construction technology. In this study, after selecting a physics course from a science subject, an experimental simulation using a parabolic motion formula, one of physical phenomena, is implemented in a virtual space, and then used in actual physics education based on the learning standards of the STEAM theory. Prove this is possible. Through this, it was confirmed that a specific educational model using virtual reality space can be designed, and it shows that education can be conducted with more effective educational methods in various subjects of education through the combination of traditional educational model and modern technology. Regarding the results of the research, it suggests the possibility of future research plans and practical use in the educational field.

• Geophysics and Geophysical Exploration
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• v.25 no.4
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• pp.227-241
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• 2022

Full waveform inversion (FWI) in the field of seismic data processing is an inversion technique that is used to estimate the velocity model of the subsurface for oil and gas exploration. Recently, deep learning (DL) technology has been increasingly used for seismic data processing, and its combination with FWI has attracted remarkable research efforts. For example, DL-based data processing techniques have been utilized for preprocessing input data for FWI, enabling the direct implementation of FWI through DL technology. DL-based FWI can be divided into the following methods: pure data-based, physics-based neural network, encoder-decoder, reparameterized FWI, and physics-informed neural network. In this review, we describe the theory and characteristics of the methods by systematizing them in the order of advancements. In the early days of DL-based FWI, the DL model predicted the velocity model by preparing a large training data set to adopt faithfully the basic principles of data science and apply a pure data-based prediction model. The current research trend is to supplement the shortcomings of the pure data-based approach using the loss function consisting of seismic data or physical information from the wave equation itself in deep neural networks. Based on these developments, DL-based FWI has evolved to not require a large amount of learning data, alleviating the cycle-skipping problem, which is an intrinsic limitation of FWI, and reducing computation times dramatically. The value of DL-based FWI is expected to increase continually in the processing of seismic data.

• Journal of Elementary Mathematics Education in Korea
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• v.11 no.2
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• pp.161-176
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• 2007

It is useless to say that time is precious and important. So it does when we emphasize the importance of studying the quality and efficiency of time in learning, especially in the learning of Mathematics. In this respect, this study aims to examine the overall structure of time application in the learning of Mathematics, understanding the state and problems of Mathematics education in respect of time application, and finally seeking to find the solutions for the problems. As a first step, the items below were examined for the solutions: First, the eight viewpoints of time in Mathematics education was examined and the meaning of each viewpoint was analysed. Second, the variables resulting from teachers was examined. The preconditions for mathematics education, the attitude towards Mathematics classes, viewpoints of mathematics, the forms of self-expression, the way of utterance can be considered as the variables mentioned above. Third, the variables resulting from students was examined. Learning attitude, specific activity(both meaningful and meaningless), practical uses of teaching tools, game activities, the ways of communication and problem solving can be examined as well. In conclusion, it needs to be stressed that Mathematics class should be the meaningful time for learners, parents, and teachers. The class should guarantee the satisfaction of the learners. In other words, even if physical time is applied the same to everyone, it may differ in degree of quality and value of time application according to the way one spends the time.

• Journal of The Korean Association of Information Education
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• v.22 no.3
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• pp.297-305
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• 2018

Physical computing is the concept of expanding computing to humans, environments, and objects. It draws attention as a programming learning medium based on physical outputs in integration of hardware and software. This study developed a programming learning model based on interactive prototyping using the characteristics of physical computing with a high degree of technical freedom and analyzed its learning effect in an experiment. To examine the effect of the experimental treatment, this researcher divided fifty nine 5th-grade elementary students into an experimental group and into a control group. the interactive prototyping programming learning model was applied to the experimental group, and a linear sequential programming learning model was applied to the control group. Information Science Creative Personality Test was conducted before and after the experimental treatment. Analysis of Covariance was conducted with the pre-test scores of the two groups. As a result, it was proved that there was the effect of learning at the significance level of .05. It indicates that the physical computing based interactive prototyping programming learning model is applicable to the programming learning for 5th-grade elementary students.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.6
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• pp.45-52
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• 2016

The purpose of this study was to investigate the meaning of conflict experience in cooperative learning activities of pre-service early childhood teachers. The subjects were 85 pre-service early childhood teachers in W university. The data were collected through unstructured interviews and journal writings of the participants. The study results were as follow. First, pre-service early childhood teacher's conflict experiences in cooperative activity are team meeting, fair participation and evaluation, and conflict of the personal relations. Second, pre-service early childhood teacher's conflict resolution experiences in cooperative activity are autonomy of the team meeting time, reflective thinking, sentimental support, recognition of others, and solving problems by the time spending together. Third, the meanings of conflict experience in cooperative activity are formation of felt responsibility, self-growth through consideration of others, reciprocity, and recognition of the meaning of cooperation.

• Journal of The Korean Association For Science Education
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• v.27 no.9
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• pp.848-853
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• 2007

The purpose of this study was to investigate the relationships among scientifically gifted students' science related attitudes, learning motivation and learning strategy. Subjects were 135 middle school students enrolled at a Center for Science Gifted and Talented Education. There was no difference among talented divisions according to science related attitudes. But the score of the female students were higher than that of the male in learning motivation and learning strategy. Some significant correlation coefficients were between learning motivation and learning strategy. Also significant correlation coefficients were among 'career interest in science' domain, 'leisure interest in science' and 'social implication of science.'

• The Journal of Korean Association of Computer Education
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• v.12 no.2
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• pp.13-22
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• 2009

In this paper, we propose a new dynamic syllabus composition system to solve the problems of a static syllabus which can appear in the field of computer education, where the relationship between pre-post study subjects is clear and teachers may grasp easily the degree of understanding of learners in real time. Our dynamic syllabus composition system is designed to be adjusted according to the physical change of the amount of education and the level of learners, which is based on the priority of educational objects. The result of instance performed on two groups of different entering behavior shows that the proposed method enhances the degree of transfer of education and helps us teach a class around the representative subject which has to be dealt with in the class, so that it is very effective for the achievement of educational objects prior to others.

• Journal of the Korea Society of Computer and Information
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• v.4 no.3
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• pp.60-66
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• 1999

The purpose of this study is to design and materialize the simulated courseware which is based on new educational environments and student-based education. The scope of this study is reflection and refraction of in the physics of high school. This paper introduce the theoretical background of courseware and investigate the structure and process of the teaching-theory by visualized computer simulation. We applied the basic concept about the reflection and refraction of light and explained the simulated images of spherical mirror and lens with the principles expressions and relative image forms. The last we simulated the various kinds of the images, shapes and distance of the images by changing the distance of object and focus which are made by computer simulation.

• Journal of The Korean Association For Science Education
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• v.34 no.5
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• pp.449-457
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• 2014

Recent studies have shown that teachers should have be aware of and understand students' misconceptions, which is one of the major components of PCK. However, teachers often have difficulties in understanding misconceptions and in applying appropriate instructional strategies to change misconceptions. Thus, we designed a method course for pre-service teachers (PSTs) adapting the concept of "teacher as researcher". In the course, PSTs conducted research to investigate students' misconceptions in physics. Twenty-five female PSTs participated in the study. They went through the research process including creating question items, administering items to their target populations, collecting and analyzing student responses, and writing a research paper. Data source included individual interviews with the PSTs, field notes during classroom observation and PSTs' research papers. The results were as follows. First, the PSTs confirmed students' misconceptions and learning difficulties in physics. They experienced discrepancies between their conjecture and research findings. Second, PSTs developed the sophisticated understanding of students' misconceptions and appropriate teaching strategies. Third, the research experience provided the PSTs opportunities to reexamine their physics content knowledge while creating items and explaining scientific concepts. They realized that physics teachers should develop sound understanding of physics concepts for guiding students to have less misconception. Lastly, they realized the necessity of being a teacher as a researcher.